ERIC Number: EJ1054678
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 95
Will VAMS Reinforce the Walls of the Egg-Crate School?
Johnson, Susan Moore
Educational Researcher, v44 n2 p117-126 Mar 2015
Throughout the United States there is an increasing trend toward using value-added methods (VAMs) for high-stakes decisions. When policymakers use VAMs to identify, reward, and dismiss teachers, they may perpetuate the egg-crate model of schooling and undermine efforts to build instructional capacity schoolwide. At any time, in any school, some teachers are more knowledgeable, experienced, and skilled than others. Schools function best when they continuously leverage teachers' expertise so that all students in all classrooms are well served. Drawing from research about the incentives and norms that influence teachers' work within schools, this article illustrates what can happen when these methodologies are used to make job decisions and it identifies the hazards of using VAMs for this purpose. Contextualizing this within the larger discussion about performance evaluation systems, the article suggests how VAMs can be used productively as one source of information to promote improvement schoolwide.
Descriptors: Teacher Effectiveness, High Stakes Tests, Teacher Evaluation, Educational Quality, Teacher Competencies, Incentives, Teacher Dismissal, Teacher Promotion, Rewards, Educational Environment, Social Capital, Human Capital, Peer Teaching, Teacher Supply and Demand, Teacher Responsibility, Teacher Placement, Labor Turnover, Teaching Conditions, Academic Standards, Evaluation Methods
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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